SUDRALIB YURUVCHILAR SINFINI O‘QITISHDA INTERAKTIVLIK VA VIZUALLIKNING AHAMIYATI

KIRISH: ushbu maqolada biologiya darslarida sudralib yuruvchilar sinfini o‘qitishda interaktivlik va vizuallikning ahamiyati misollar yordamida atroflicha yoritib beriladi. Dars jarayonini mazmunli tashkil qilish uchun tavsiyalar beriladi. Biologiya darslarida, xususan zoologiya darslarida vizuallik hamda interaktivlik tamoyillarini qo‘llashning ahamiyati va samaradorligi sudralib yuruvchilar mavzusi orqali yoritib beriladi. MAQSAD: ushbu maqolaning asosiy maqsadi biologiya darslarida sudralib yuruvchilar sinfini o‘qitish jarayonida interaktivlik, shuningdek, vizuallik tamoyillaridan foydalanishning pedagogik afzalliklarini asoslab berishdir. MATERIAL VA METODLAR: tadqiqot davomida sudralib yuruvchilar sinfini o‘qitishda interaktivlikni ta’minlash maqsadida umumta’lim maktablari uchun mo‘ljallangan 7-sinf biologiya darsligi, elektron ta’lim resurslaridan keng foydalanildi. Muommoli tahlil, virtual laboratoriya, simulyatsiya o‘yinlari kabi texnologiyalar, shu bilan birga 3D modellar, maketlar, sxemalardan foydalanish asoslari o‘rganildi. MUHOKAMA VA NATIJALAR: o‘tkazilgan pedagogik tajriba va kuzatishlar natijasida sudralib yuruvchilar sinfini o‘qitishda interaktivlik va vizuallikning ahamiyati quyidagicha namoyon bo‘ladi: mavzu biroz murakkab bo‘lganligi bois shu ikki pedagogik tamoyilni qo‘llaganda o‘quvchilarning mavzuni to‘liq tushunish darajasi 24% ga, eslab qolish darajasi esa 23% ga oshganligi kuzatildi. XULOSA: olingan natijalar shuni ko‘rsatadiki, interaktivlik faqatgina texnologiya bilan cheklanib qolmay, o‘quvchilarda tanqidiy fikrlashni ham rivojlantiradi. Vizualizatsiya esa o‘quvchining diqqatini 25-30 daqiqa davomida barqaror ushlab turishga xizmat qildi, an’anaviy ma’ruza metodida bu ko‘rsatkich 15-20 daqiqadan keyin pasayganligi kuzatildi. Tajribalar shuni tasdiqladiki, interaktivlik hamda vizuallik bugungi kun ta’limi uchun muhim omil bo‘lib hisoblanadi.

INTRODUCTION: this article explores in detail the significance of interactivity and visualization in teaching the class of reptiles during biology lessons through practical examples. It provides specific recommendations for the effective and meaningful organization of the educational process. The importance and effectiveness of applying the principles of visuality and interactivity in biology lessons, specifically in zoology, are highlighted through the topic of "Reptiles." AIM: the primary objective of this article is to substantiate the pedagogical advantages of utilizing the principles of interactivity and visuality in the process of teaching the class of Reptiles (Reptilia) during biology lessons. MATERIALS AND METHODS: during the research, 7th-grade biology textbooks for secondary schools and various electronic educational resources were extensively utilized to ensure interactivity in teaching the reptile class. The foundations of employing technologies such as problem-based analysis, virtual laboratories, and simulation games were studied, along with the integration of 3D models, physical mock-ups, and diagrams. DISCUSSION AND RESULTS: as a result of the conducted pedagogical experiment and observations, the significance of interactivity and visuality in teaching the reptile class manifested as follows: due to the relative complexity of the topic, the application of these two pedagogical principles led to a 24% increase in students' comprehensive understanding and a 23% increase in their retention levels. CONCLUSION: the results indicate that interactivity is not limited to technology alone but also develops critical thinking skills in students. Visualization served to maintain steady student attention for 25-30 minutes, whereas in the traditional lecture method, this indicator was observed to decline after 15-20 minutes. The experiments confirmed that interactivity and visuality are essential factors for modern education.